The following study takes its point of departure in Anthropology of Childhood, as it examines how moments of feeling good is experienced and practiced by children in their everyday life in kindergarten. An analytical theme that arises in relation to contemporary political objectives of more structured and organized activities in daycare nurseries to increase the children’s learning abilities and school readiness. The empirical data is produced together with children in the age of 3-6 in a Danish kindergarten, and draws on participating observations, conversations, video and audio material as well as photographs produced in the field. The methodological preconception of what it means to ‘feel good’ conceptualizes the phenomenon as a relational everyday practice related to moments of increased vitality and consonance/compliance in the children’s interactions with both social and materialistic dimensions in their surroundings.
Throughout the analysis three interconnected and overall-themes are unfolded and discussed in relation to the empirical data, as they each have important contributions about the constitution of the children’s experiences and practices of feeling good: 1) Free bodily expression and sensory investigation, 2) Attention and caring and 3) Aesthetic ‘toning’ of rooms and an interacting atmosphere. The themes are analyzed and interpreted in relation to the pre-conceptualizing of the phenomenon as well as to other theoretical perspectives to unfold the empirical findings within a hermeneutic-phenomenological frame of understanding.
Finally, the thesis suggests that the three continuous themes represent existential and fundamental aspects of children’s everyday lives that could potentially conflict with the dominant political objectives of school readiness and early learning, since these objectives lead to more organized and regulated activities.
|Uddannelser||Pædagogik og Uddannelsesstudier, (Bachelor/kandidatuddannelse) Kandidat|
- Visuel og sensorisk etnografi